Role
Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.
Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.
Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.
Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.
Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.
Responsibilities
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:
1. Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
2. Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
3. Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
4. Leading and managing staff performance and development (review of staff);
5. Teaching demonstration lessons
6. Team teaching and mentoring in classrooms
7. Leading and managing the development of the school's assessment and reporting policies and practices;
8. Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
9. Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
10. Responsibility for general discipline matters beyond the management of classroom teachers;
11. Contributing to the overall leadership and management of the school;
12. Contributing to the development of proposals for school council consideration;
13. Developing and managing the school code of conduct
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
EEO AND OHS Commitment
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on:
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at:
DE Values
The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DE values is available at:
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
Yuille Park Community College – Yuille Campus offers a flexible learning option for students disengaged or unable to attend a mainstream school. The outreach model seeks to meet the learning needs of secondary aged students, while addressing and minimising barriers that have impacted on their ability to access schooling. These may include but are not restricted to; school refusers, youth justice issues, pregnancy and situations where students are sole carers. Yuille Campus is therefore concerned with social justice for students currently unable to access school for reasons that range from bullying, attendance issues and/or a history of trauma. This form of exclusion further alienates marginalised students and limits their capacity to make informed choices about their lives from a position of strength. This campus and it’s philosophy is not based on a deficit model, it is a model specifically designed to promote social awareness, self-esteem and is a genuine learning experience enabling young people to make real choices about their future within an outreach model or in a school that welcomes those who are traditionally the least welcome.
Learning programs are relational based and foster and operate around student voice, where students are listened to in an atmosphere of trust, curriculum will be designed around student lives and interests, we will be respectful of student commitments and we will acknowledge the need for flexible timetabling. Students will participate in setting learning frameworks, behaviour management will be regarded as a curriculum issue, we will enlarge the cultural map for students, we will negotiate content and assessment, we will actively connect with student lives, we will respect popular culture, we acknowledge the importance of re-entry and alternatives and we will welcome those who traditionally do not fit into school.
These programs will be complimented by curriculum initiatives framed around environmental themes, hands-on learning and the identified interests and needs of the students, structured ad developed around the Victorian Curriculum, Victorian Pathways Certificate (VPC) and the Vocational Major (VM). Students learning programs will be individually managed through personalised education plans. Teaching staff will work in conjunction with neighbourhood secondary schools to manage a personalised pathway that best meets the needs of the individual student. Teaching staff will map Victorian Curriculum progression and guide student learning toward full completion from year 7 through to the VPC and VM completion in line with student needs.
Context:
Yuille Campus is located on the northern edge of Ballarat in the suburb of Wendouree West. Formally Yuille Primary School, it merged with Grevillea Park Primary school to be incorporated in the Yuille Park Community College Hub. In 2023 the Young Parents program relocated to the Yuille Campus. The shift for Young Parents students allowed for an increased level of curriculum diversity and improved access for senior secondary students. Their children will be supported by occasional care provision based at the Grevillea Campus at the Early Learning Centre. The distance between campuses is approximately
The Yuille Campus is directly managed by the Assistant Principal in consultation with the Principal of Yuille Park Community College and the College’s Leadership team. Yuille Campus has a unique relationship based on clientele and a management structure that is independent yet fully supported. Staff have shared teaching loads to provide each other with the capacity to focus on key priorities and continuous improvement through innovation and best contemporary/research based practice. Staff are encouraged to shape and move with DET initiatives such as FISO to improve student outcomes.
The purpose of the Yuille Campus is to provide a place for our young people to be nurtured and empowered, to grow, flourish and connect.
The enrolment policy of the campus specifically focuses on a tiered approach from the individuals neighbourhood secondary school. Should these tiered interventions be exhausted students then are referred to the Yuille Campus directly to the Yuille Campus Assistant Principal by their current secondary school in consultation with the parent/carers and where appropriate support agencies. The Yuille Campus staff engage with the prospective student through a thorough induction process identifying key strengths and barriers to learning and identify the individuals proposed pathway to further education or work. The college will also enrol students part-time for specific purpose and blended programs where appropriate. Students enrolled at Yuille Campus develop an individualised education plan with support of their teachers and support networks through termly support group meetings.